M.Ed.

2015-16
Curriculum Design & Development
Unit IV
Process of
Curriculum Development

M.Vijayalakshmi
Assistant Professor
Phases of Curriculum process: Need
assessment, Formulation of aims,
goals and objectives, Selection of
content, Selection of learning
experience – Vertical and horizontal
organization of content and learning
experience and Evaluation
 Meaning of Curriculum
• Latin word – Curricere/Currere –
means – ‘A Race Course’
• In Education – ‘Work field of
student’
• Course means curriculum
• Race refers students experiences
and activities
 Concept of Curriculum
• Curriculum is a tool in the hands of
artist (teacher) to mould his
material (pupil) according to his
ideal (objectives) in this studio
(school)
- Cunningham
Phases of Curriculum Process
II
Selection of
Learning
Experiences

I III
Selection of Selection of
Aims, Goals & Content
Objectives

IV
Organization &
V Integration of
Evaluation Learning
Experiences &
Content
 SELECTION OF
AIMS, GOALS AND OBJECTIVES

LEVEL OF
OBJECTIVES

ULTIMATE MEDIATE PROXIMATE

GOAL GOAL GOAL
 SELECTION
OF
LEARNING EXPERIENCES
 SELECTION OF CONTENT
Level General Conceptual Framework for Content Area
I

II Selection of Basic Themes/Concepts

III Selection of Specific Content Items

Specific
 ORGANISATION AND INTEGRATION
OF
LEARNING EXPERIENCES AND CONTENT

•ENACTIVE MODE
•ICONIC MODE
•SYMBOLIC MODE
 Organization &
Integration of Learning
Experiences & Content

Available Inputs for

Developmental
Learning Effective Principles of
Level of
Situations in Classroom Learning
Learners
School Interaction
Evaluation

Micro-level

Macro-level
 PROCESS OF CURRICULUM
DEVELOPMENT
• Assessment of educational needs
• Formulation of objectives
• Selection and Organization of
Content
• Selection and Organization of
Learning Experiences
• Evaluation
 Needs Assessment

Felt Needs

Real Needs

Observed Needs
Formulating Educational Objectives

Matching
Worth
Wording
Appropriateness
Logical Grouping
Revision
CRITERIA FOR CONTENT SELECTION
Self Sufficiency
Significance
Validity
Interest
Utility
Learnability
Feasibility
ORGANISING THE CONTENT

SEQUENCING

CONTINUITY

INTEGRATION
SELECTING LEARNING
EXPERIENCES
 Do the Learning Experiences …
• Light the overall aims and the specific objectives of
the curriculum ?
• Apply the knowledge gained to practical situations ?
• Feasible in terms of time, Staff expertise, resources,
etc ?
• Enable the students to develop thinking skills and
rational powers ?
• Stimulate -greater understanding – as a individual
and as members of a group/society ?
• Foster in students an openness to new experiences
and a tolerance for diversity ?
• Allow students to address their needs and interests ?
• Cater to total development of students in cognitive,
affective and psychomotor domains ?
 Curriculum Organization

Curriculum
Organization

Horizontal Vertical
Organization Organization

Scope Integration Continuity Sequence

 Curriculum Organization
• The aspect of curriculum organization that
describe the correlation or integration of
content taught concurrently is termed
horizontal organization. The aspect of
curriculum organization that describes the
sequencing of content is termed vertical
organization.

Prof. Abdelmoneim Ahmad Hassan 20

Horizontal and vertical organization

Horizontal organization
It is concerned with the concepts of scope
and integration. That is the side-by-side
arrangement of curriculum elements.

Prof. Abdelmoneim Ahmad Hassan 21

 Horizontal
Organization

Scope Integration
 Horizontal and vertical organization
Vertical organization
• It centers on the concepts of sequence and
continuity.
• It is concerned with the longitudinal
placement of curriculum elements.

Prof. Abdelmoneim Ahmad Hassan 23

 Vertical
Organization

Continuity Sequence
 Organization Dimension Considerations
• Scope deals with breadth and depth of the
curriculum content.
• Scope refers to all varieties and types of
educational experiences (cognitive, affective ,
psychomotor, and spiritual) that are to be
provided to the students through the school.
Sometimes the scope of the curriculum is
represented just simply as a listing of the key
topics and activities to be considered.

Prof. Abdelmoneim Ahmad Hassan 25

 Organization Dimension Considerations
• Integration:
- It refers to the linking of all types of
knowledge and experiences contained
within the curriculum plan. It emphasizes
horizontal relations among various content
topics and themes involving all domains of
knowledge recognized.

Prof. Abdelmoneim Ahmad Hassan 26

Organization Dimension Considerations
• Some curriculum specialists say that
integration only occurs within the learner.
Other specialists say that the integration of
curriculum works to interrelate not only the
basic ideas within subjects, but to point to
the interrelationship with other subject
• Ex: Whole language learning in elementary school
• Students in secondary school combine science with
social study.

Prof. Abdelmoneim Ahmad Hassan 27

 Organization Dimension Considerations

• Continuity:
It deals with the vertical manipulation or repetition
of curriculum components. Specialists indicated
that if, for example, reading skills is an important
objective, then “it is necessary to see that there is
returning and continuing opportunity for these
skills to be practiced and developed”. This means
that over time the same kind of skills will be
brought into continuing operation.

Prof. Abdelmoneim Ahmad Hassan 28

 Organization Dimension Considerations

• Sequence is related to continuity but goes beyond

it. It is possible for a major curriculum element to
recur again and again but merely at the same level
so that there no progressive development of
understanding or skill or attitude or some other
factors. Sequence as criterion emphasizes the
importance of having each successive experience
builds upon the preceding one but to go more
broadly and deeply into the matter involved.

Prof. Abdelmoneim Ahmad Hassan 29

 Organization Dimension Considerations

• Sequence is not just repetition of a skill or a

concept but deepening of it, so that each
successive encounter builds on the preceding
one.

Prof. Abdelmoneim Ahmad Hassan 30

 Organization Dimension Considerations
• Sequence:
There are five major principles for organizing
curriculum units

1-World - related sequence

2-Concept - related sequence
3-Inquiry - related sequence
4-Learning - related sequence
5-Utilization - related sequence

Prof. Abdelmoneim Ahmad Hassan 36

 Sequencing Principles

Word Related

Concept
Utilization
Related
Related
Sequencing
Principles

Learning Inquiry
Related Related
1-World - related sequence
Word related

Physical
Space Time
Attributes

Closest to Earliest to the Size, shape,

farthest most recent complexity etc

Bottom to top

East to west
Prof. Abdelmoneim Ahmad Hassan 38
 2-Concept - related sequence
Class
Relations

Propositional
Concept sophistication
Relations
Related

Logical
prerequisites
3-Inquiry - related sequence
Inquiry
Related

Logic of Empirics of
Inquiry Inquiry
4-Learning - related sequence

Empirical
prerequisites

Internalization Familiarity

Learning
Related

Development Difficulty

Interest
5-Utilization - related sequence

Utilization
Related

Anticipated
Procedures frequency of
use
EVALUATION AND THE CURRICULUM
Relationship of Objectives with Evaluation

Objectives

Activities

Evaluation
EVALUATION AND THE CURRICULUM

• STUDENT EVALUATION

• CURRICULUM EVALUATION
 STUDENT EVALUATION

• Oral, written or practical tests

• Responses, discussions
• Written products of different
kinds
 CURRICULUM EVALUATION

Objectives Content

Evaluation Methods